8 Quotes on TEACHING Students with DYSLEXIA

STUDENTS WITH DYSLEXIA

appreciate teachers understanding how much written words compared with their classmates.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

Although some teachers may feel they are not equipped to teach reading and writing to students with dyslexia, they are probably very capable of providing intellectual engagement and

JOY IN LEARNING,
which are equally important.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

LINKING INSTRUCTION
in basic reading, writing, and oral language skills to their interests and to intellectually engaging content helps students with dyslexia sustain hard work over time.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

STUDENTS WITH DYSLEXIA

may need more repeated exposures and practice than other students.

Repeated practice over time often is needed to acquire mastery and confidence.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

TEACHERS SHOULD BE PREPARED
to take advantage of any teachable moments during the school day to develop oral vocabulary, listening skills, and other language concepts related to oral language comprehension and expression.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

RESEARCH ON ADULT OUTCOMES
has shown that many individuals with dyslexia become successful adults, especially if they had family and other social supports along the way.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

SERVING STUDENTS WITH DYSLEXIA
in the general education program requires that the entire staff recognizes the individual needs of each student.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf

TEACHERS SHOULD
acknowledge and celebrate evidence of thinking and problem-solving ability in students with dyslexia.

From Dyslexia, Dysgraphia, OWL LD, and Dyscalculia, Second Edition by Virginia W. Berninger, & Beverly J. Wolf